Development Of Problem-Based Learning Materials For

Learning Strategies To Improve Pedagogic Competencies Of

Office Administration Education Students

Ellys Siregar1, Sri Mutmainnah2, dan Rotua SP. Simanullang 3

1
Office Administration Education Study Program, Faculty of Economics, Universitas Negeri Medan
2
Office Administration Education Study Program, Faculty of Economics, Universitas Negeri Medan
3
Office Administration Education Study Program, Faculty of Economics, Universitas Negeri Medan

Keywords: Learning Strategies, Problem-Based, Pedagogic Competencies

Abstract: Education is held as a process of empowering students that lasts for life. As a prospective teacher, Office
Administration Education students must master pedagogic competencies, one of which is mastery of
learning strategies. Lack of mastery of learning strategies due to lack of teaching materials that can facilitate
students in mastering learning strategies. The purpose of this research was to develop teaching materials for
problem-based learning strategies. This research uses a development research approach (R & D) that adopts
a model developed by Dick & Carey. The research activities in this second year carried out formative
evaluations which included: expert review, one-on-one evaluation with 3 students, evaluation with a small
group of 8-20 students, and field trials with 30 students. From the results of trials that have been carried out
on students of the Office Administration of the Faculty of Economics, Medan State University, it is known
that: 1) teaching materials based on this problem are interesting and need to be developed; 2) this problem-
based teaching material can facilitate students in independent learning; 3) teaching materials for problem-
based learning strategies can facilitate students in mastering various learning strategies.

But students also find it difficult to understand and

1. INTRODUCTION
Education is held as a process of empowering
students that lasts for life. Through education
activities students can master competencies that can
be used in their lives in the community. The students
of the Office Administration Education at the
Faculty of Economics Unimed are prepared as
prospective teachers who will teach Office
Administration in Vocational Schools and Business
MAK. As a prospective teacher of the office
administration students must have several
competencies, namely: Pedagogic competence,
personality competence, social competence and
Professional competence. Pedagogic competence
includes teacher's understanding of students, design
and implementation of learning, evaluation of
learning outcomes, and development of students to
actualize the various potentials they have. (Minister
of National Education Regulation No. 16 of 2007).
Pedagogic competence will be mastered by
students through Learning Strategy courses. The
Learning Strategy course is a compulsory courses in
the Office Administration Education Study
Program. This course prepares students to be able to
use approaches, techniques, models, learning media
in delivering learning material to make it easier for
students to receive and understand learning
material, which ultimately masters the learning
objectives. This course aims to prepare students to
be able to implement various strategies in learning.
choose the right learning strategies to deliver
different learning materials because learning is
carried out by the lecture method.
Considering the importance of mastering
various Learning Strategies for students of the Office
Administration Education, then the Teaching
Materials for Problem Based Learning Strategies
were compiled. This Teaching Material consists of:
student activity sheets, learning materials, and
problem-based evaluation instruments. This
problem-based teaching material is designed so that
students have the same learning experience as the
real situation in learning that is not just theory.
Problem-based teaching materials designed will be
able to help students develop thinking skills and
problem solving skills, enabling students to gain
self-confidence in their own abilities, to think and
become independent students.
2. THEORICAL FRAMEWORK
Learning is essentially a process that is marked by
changes in a person. Learning is an effort that is carried
out by a person to get a new behavior change as a
whole, as a result of his own experience in interaction
with his environment (Slameto: 2010). Changes as
learning outcomes can be seen in various forms such as
changing knowledge, understanding, attitudes and
behavior, skills, and abilities, as well as changes in
other aspects that exist in individual learners (Trianto:
2010). Learning can be seen as a process that is
directed to the purpose and process of doing through
various experiences (Rusman: 2014).
Each teacher carries out learning in a different
way and according to his competence. Starting from
the combination of methods carried out, techniques
and tactics that are carried out differently but with the
same goal that is to achieve the learning objectives that
have been set previously. When it is carried out by the
teacher in his class, at that time a teacher is applying a
learning strategy. Learning strategy is basically a series
of actions including the use of learning methods and
techniques by utilizing various resources, to facilitate
the delivery of learning material so that learning
objectives can be mastered by students (Majid, 2013) .
Problem-based learning is learning based on the
principle of using problems as a starting point for the
acquisition and integration of new knowledge. Further
problem-based learning is learning that is delivered by
presenting a problem, asking questions, facilitating an
investigation, and opening a dialogue (Sani: 2014).
Problem-based learning aims to help students develop
thinking skills and problem solving skills authentically,
enabling students to gain confidence in their own
abilities, to think and become independent students
(Arends: 2008).
Students who learn to solve a problem will apply
their knowledge. Learning can be more meaningful
and can be expanded when students are faced with
situations where the concept is applied. In a problem-
based learning situation students integrate knowledge
and skills simultaneously and apply them in relevant
contexts (Tarmiji & Bayat 2010). That is, what they do
according to the real situation in the field is not only
theoretical, so that the problems in the application of a
concept or theory will be found at once during
learning.
Problem-based learning model is learning that
uses real problems in daily life (authentic) that are
open-ended to be resolved by students to develop
thinking skills, social skills for independent learning,
and build or acquire knowledge or acquire new
knowledge. The selection of the real problem is carried
out in consideration of its suitability by achieving basic
competencies. Problem-based learning can improve
critical thinking skills, encourage student initiative,
internal motivation to learn and can develop
interpersonal relationships in group learning.
At this millennial era, the learning needed is
contextual learning, where the material of knowledge
is related to the real world and can be applied in daily
life. Learning patterns in the 21st century have left
traditional patterns where teachers are the center of
learning (Teacher Centered). In this pattern learning is
dominated by the role of students only as listeners.
Learning in the 21st century has changed to the Child
Centered system, namely students who play an active
role in the learning process, where the teacher is not
the only center of information but as a facilitator that is
as the manager of learning that facilitates learning
activities (Dole,Bloom, Kowalske;2015). Thus
students are given freedom of learning that is in
accordance with their interests, talents, and needs, and
students can measure for themselves the extent of their
understanding and mastery of a material.
This is in accordance with the demands of the
future world that requires students to have thinking and
learning skills. These skills include problem solving
skills, critical thinking skills, collaboration,
communication skills and creativity skills (Boyatzis
;2008).. To achieve this in need of teachers who have
the required competence in the 21st century which
includes: Life-long learner, Creative and innovative,
Optimizing technology, Reflective, Collaborative,
Implementing student centered, Applying a
differentiation approach (Pacific Policy Research
Center; 2010).
Students as prospective teachers must have the
skills to carry out learning that can deliver students to
have 21st century generation skills which include: 1)
Way of thinking, including creativity, critical thinking,
problem solving, decision making and learners; 2) Ways
of working, able to communicate well, cooperate with
individuals and communities and networks; 3) Tools for
working, mastery of information and communications
technology (ICT) and information literacy is a must; 4)
Skills for living in the word, the ability to live a life that
includes citizenship, life and career, and personal and
social responsibility. How students must live as citizens,
reponsible for individuals and society.
Teaching materials are means or learning tools
that contain learning materials, methods, limitations and
ways to evaluate that are designed systematically and
attractively in order to achieve the expected learning
objectives. Teaching materials for problem-based
learning strategies are teaching strategies for learning
strategies developed by following the steps of problem-
based learning. Problem-based learning steps
(Hung;2009):
1. Orientation to the problem, the teacher presents real
problems to students.
2. Organizing learning, the teacher facilitates students to
understand the real problems that have been presented,
namely identifying what they know, what needs to be
carried out to solve problems. Students share the role /
task to solve the problem.
3. Individual or group investigation, the teacher guides
students to collect data / information through various
ways to find various alternative solutions to problems.
4. Development and presentation of the results of
problem solving, the teacher guides students to find the
most appropriate problem solving of various problem
solving alternatives that students find. Students compile
reports on the resolution of problems, for example in the
form of ideas, models, charts, or power point slides.
5. Analysis and evaluation of the problem solving
process, the teacher facilitates students to reflect or
evaluate the problem solving process.
This problem-based teaching material allows students to
be able to learn independently in order to gain authentic
experience.

3. RESEARCH METHOD
This study uses a research and development
approach (R & D) that adopts a model developed by
Dick & Carey, with a combination of qualitative and
quantitative research. The method used is descriptive-
exploratory method to identify various symptoms and
root problems that occur in learning of learning
strategies and design development of teaching
materials based on problem-based learning strategies.
In this second year, formative evaluation is carried out
which includes: 1) evaluation of one on one with
experts; 2) one-on-one evaluation with 3 students, 3)
evaluation with a small group of 8-20 students, and 4)
labanan trials with 30 students.
This research was carried out in the Office
Administration Education Study Program, Department
of Economic Education, Faculty of Economics
Unimed. Willem Iskandar Street Pasar V Medan
Estate. The research subject as a source of quantitative
data in this research were lecturers and students who
took Learning Strategy courses. Lecturers who are the
subject of this research are lecturers who teach
Learning Strategy courses. While students who are the
subject of this research are students who have learned
Learning Strategies.
a model developed by Dick & Carey which
include: 1) review by experts outside the instructional
development team, 2) first revision, 3) evaluation one
on one, 4) second revision, 5) small group evaluation,
6) third revision, 7) field trial , 8) fourth revision, 9)
Prototype Teaching Materials for Problem-Based
Learning Strategies.
Data analysis used in this research is analysis of
qualitative data and quantitative data. To obtain the
expected amount of data, data collection instruments
are used, among others; questionnaire, observation
sheet and achievement test of learning strategy
learning outcomes. data in the form of suggestions and
input from experts and students are used to improve
the textbooks being developed. Learning outcome data
is used to determine the extent to which textbooks on
problem-based learning strategies developed can
improve learning outcomes of learning strategies.
Learning outcome data were analyzed using the SPSS
application for the non-free sample t-test.
4. ANALYSIS
This research is a follow-up research from a
previous research which produced a design draft of
Teaching Materials for Problem-Based Learning
Strategies. Teaching materials that have been
developed include teaching materials, student
worksheets, and problem-based evaluation
instruments.
The next stage of this research is to do a formative test
of the Learning Material for Problem Based Learning
Strategies that has been designed with the following
procedures:
a) One-on-one Evaluation with Experts
The results of the review of material experts found
that the material for Teaching Materials Based on
Problem Based Learning Strategies was very good,
because it has accommodated the learning strategies
needed in the 21st century, but has not accommodated
character education that is not less important. In
addition, the Learning Strategy Teaching Materials
designed include: Student Worksheet, Teaching
Materials for Learning Stategies and and Problem-
Based Evaluation Instruments. These three designs
allow students to learn independently and have
experience like real learning activities.
The results of the design expert assessment can be
seen that the Teaching Materials for Problem-Based
Learning Strategies are generally considered good.
Input from design experts so that at the beginning of
each subject is equipped with a flowchart to make it
easier for students to understand the Teaching Materials
for Learning Strategy.
Material development based on media expert
assessment is considered very good. Visual quality and
attractiveness assessed by teaching materials for
problem-based are considered good. Illustration, layout,
consistency, typing size, font style, good coloring.
b) First Revision
Based on the input, improvements were made as
follows: 1) adding to the subject of the development of
character education on teaching materials; and 2)
complete the flowchart on each subject.
c) One-on-one trial with three students
Assessment of Teaching Materials for Problem-
based Learning Strategies is carried out by three
students who have different abilities. Students who are
chosen to assess the textbooks developed are students
who have abilities above medium, medium and lacking.
Assessment of Teaching Materials Learning strategies
using questionnaires. The results of the questionnaire
analysis are presented in Table 1.
Table 1. Test results of one-on-one assessment of Teaching Materials
for Problem-Based Learning Strategies
No Rated aspect Average Category
1 Accurate content 3 Good
2 Accuracy of coverage 3 Good
3 Readability of teaching 3 Good
materials
4 Logical exposure 3 Good
5 Reasonable resentation 2.6 Good
6 Examples related to 3 Good
material
7 Tools that make it easy 2.6 Good
8 An orderly and 2.6 Good
consistent format
9 Changes / packaging 3 Good
10 Ilustration 2.6 Good
d) Second Revision
The results of one on one evaluation are used to
revise the Teaching Materials for Problem-Based
Learning Strategies. The second revision is carried out
by improving the way to use short and simple sentences
in accordance with the development of students. The df 29
words used in delivering the material are not too Sig. (2-tailed) .000
difficult so that students easily master the
competencies to be conveyed. The appearance of the
developed textbooks is also improved by giving
pictures that can make it easier for students to master The table above shows t count of -14.567 while the
the teaching material. hypothesis in this research is:
e) Results of a small group trial of 8-20 students H0 = there is no difference in learning outcomes before
After a second revision of Problem Based Teaching and after using the Teashing Material for Problem
Materials, then a small group trial was conducted with Based Learning Strategy.
20 students. H1 = there are differences in learning outcomes before
and after using Teaching Materials for Problem-Based
Table 2. Results of the small group trial assessment the Learning Learning Strategy.
Materials for Problem Based Learning Strategies The results of t count are -14.567 and t table -2.04 with
No Rated aspect Average Category significance 0.000 <.05, then H0 is rejected and H1 is
1 Accurate content 3.8 Very good accepted meaning that there are differences in learning
2 Accuracy of 3.75 Very good outcomes before and after using Teaching Materials for
coverage Problem Based Learning Strategies. From the table
3 Readability of 3.5 Very good above, it is also known that MD -13.80 shows the
teaching materials average after higher than the average before, or in other
4 Logical exposure 3.5 Very good words the negative MD value indicates that the average
5 Reasonable 3.55 Very good learning outcomes after using Teaching Materials for
resentation Problem Based Learning Strategies are higher than
6 Examples related 3.35 Good before, it can be concluded that there is an increase in
to material
learning outcomes after using the Teaching Materials
7 Tools that make it 3.3 Good
easy
for Problem Based Learning Strategies.
8 An orderly and 3.5 Very good h) Fourth revision
consistent format Questionnaire Results of Students show that the
9 Changes / 3.45 Good developed textbooks are very good but it is still
packaging recommended to improve the appearance of capers and
10 Ilustration 3.3 Good the contents of teaching materials with colors that attract
students' attention. This fourth revision is carried out
f) Third revision based on input from students by improving the color in
The third revision was carried out to accommodate the caper and the appearance of the more colorful
suggestions from 10 students in small group trials. Learning Materials for Problem Based Learning
Improvements include giving examples that are Strategy.
appropriate to the material, the use of symbols that are i) Prototype / Teaching Material Model
used more consistently and the use of images that can The final result of this research is a prototype of
clarify the information to be conveyed. Teaching Material for Problem Based Learning Strategy
g) Results of field tests with 30 students that will be implemented by students of the Office
Field trials were carried out on students in the third Administration Education Study Program.
semester of the Office Administration education
program totaling 30 people. In this trial students were 5. RESULTS
asked to work on problem-based student worksheets
and study the learning strategies of the Teaching
The results of the research on the development of
Materials for Problem Based Learning Strategy and
Teaching Materials for Problem Based Learning
continued to follow the evaluation of learning
Strategy include: 1) student worksheet; 2) learning
outcomes. From the results of data analysis using SPSS strategy material; and 3) problem-based evaluation
for the non-Free Samples t-test are known in table 3 instruments.
below: Student worksheets are developed to help students
Tabel 3. Paired Samples Test
understand the teaching material for learning strategies.
Paired Samples Test
Student worksheets are designed to adopt problem-
Pair 1
based learning steps which include: 1) problem
Pretest -
orientation; 2) learning organization; 3) individual or
Postest
group investigations; 4) development and presentation
Mean -13.80000 of problem solving results; 5) analysis and evaluation of
Std. Deviation 5.18885 the problem solving process.
Paired Std. Error Mean .94735 Teaching materials designed include: 1) learning
Differences
95% Confidence
theory in learning; 2) basic concepts of learning
Lower -15.73755
Interval of the strategies; 3) 21st century learning strategies; 4)
Difference Upper -11.86245 learning approach; 5) learning methods and techniques;
t -14.567 6) learning models; 7) teaching factory; 8) strengthening
character education.
Evaluation instruments designed include: 1)
problem-based problem instruments; and 2) assessment
guidelines.
 Kualifikasi dan Kompetensi Guru. Jakarta:
Depdiknas
6. CONCLUSIONS Rusman, 2014, Model-model Pembelajaran
Mengembangkan Profesionalisme Guru, Jakarta:
Teaching Materials for Problem-based Learning Raja Wali Pers.
Strategies is interesting and needs to be developed in Slameto, 2010, Belajar dan Faktor-faktor yang
Mempengaruhi, Jakarta: Rineke Cipta.
such a recommendation from material experts, design Tarmizia Rohani Ahmad & Bayata, Sahar. (2010) Effects
experts and media experts. Based on the results of field of Problem-based Learning Approach in Learning of
trials with 30 students, it is known that learning using Statistics among University Students. International
Teaching Material for Problem Based Learning Conference on Mathematics Education Research
Strategy can improve student learning outcomes. 2010 (ICMER 2010)
The Teaching Material for Problem-Based Trianto, 2010, Mendesain Model Pembelajaran Inovatif
Progresif, Jakarta: Kencana
Learning Strategy can facilitate students in
independent learning. The Teaching Material consists
of student worksheets that can be used by students to
explore their learning experiences through case studies
related to learning. Teaching Material for Learning
Strategy can be used by students to study theories
related to problem solving in learning. As well as
problem-based evaluation instruments that students can
use to know the achievement of learning competencies.
Teaching materials for problem-based learning
strategies can facilitate students in mastering various
learning strategies. The Various Learning Strategies
can be learned from the subject presented in the
Teaching Material for Learning Strategy. The subject
contained in this Teaching Material includes: 1)
learning theory in learning; 2) basic concepts of
learning strategies; 3) 21st century learning strategies;
4) learning approach; 5) learning methods and
techniques; 6) learning models; 7) teaching factory; 8)
strengthening character education

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